E-learning is no longer confined to distance education but implies
to the electronic elements and tools incorporated into day to day
teaching of the traditional courses. This paper attempts to classify
various levels of e-learning and how they are similar or disparate in
nature. E-learning is an emerging field in Pakistan, therefore, in this
paper; the cultural differences in the learning preferences are
highlighted. The objective of this research is to determine the learning
style preferences in various mediums of e-learning environment in
Pakistan. Results revealed that Aural/Auditory style of learning is the
preferred predominant style for both the genders in various categories
of e-learning. However, it was also found that there are gender
differences in learning styles. The research findings have both
theoretical and practical implications for academia to improvise the
emergent e-learning academic domain.

With the revolutionary advancements in the field of electronics
technology, Electronic learning (e-learning) has emerged as an ultimate
and potent educational medium (Kioand Lau, 2017). The use of e-learning
is ubiquitous in all the leading educational institutions including the
ones in Pakistan. It is believed that enhancing online learning sources
is widely addressed into supporting the learning process (Huda, et.al.
2018). This paper highlights the importance and need for incorporating
various learning styles into e-learning in Pakistan. There are many
forms and innovative models of the e-learning system, which makes the
e-learning system more interactive and productive (Ferguson, Barzilai,
Ben-Zvi, Chinn, Herodotou, Hod, andRienties, 2017).The e-learning
approach include the process of sharing online innovative environment
among the users, to disseminate educational resources andmaterial; and
support the communication and administration in teaching and learning
systems (Anshari, Alas, and Guan, 2016).

With the knowledge of different individual learning styles, the
e-learning system can offer valuable assistance students and teachers,
to enhance students' learning process. Furthermore, e-leaning
system which allows computerized and hi-tech technology offers the
prospects to overcome downsides of the traditional research method that
mainly uses questionnaires (Truong, 2016). Thus, in this paper the
authors have also categorized various E-learning forms adopted and
followed in Pakistan. Learning styles are cognitive attributes of how
one prefers to learn, however, it is to be noted that it is not to
categorize the people. The learning styles vary and differ from one
individual to another. These differences prove to be more important in
academia and result in making the process of designing the mode of
deliverance more complex. The instructors need to keep in mind the
diverse learning groups and the varied leaning styles each group prefers
(Canavan, 2004).

Thus, in this era of information technology, paradigms of
conventional academia have been changed from instructor oriented to
learner-centric (Taha, 2007; Fischer, Troendle, and Mandl 2003).Even
many higher education institutions, are also considering to embrace
smart phones, tablets and other mobile assisted technologies as part of
learning aids in classrooms as students are more attached to them
(Anshari, Almunawar, Shahrill, Wicaksono, and Huda, 2017). Therefore,
for effective education to take place (through any medium), it is of
paramount importance that the learning preferences of the students are
considered before designing any course. The extent of change, the
information technology has brought to the world, no education
institution can stay aloof or without incorporating e-learning into its
program; it has to transform the learning systems sooner or later.
E-learning or electronic learning is the computer oriented or
internet-based electronic learning.

This electronic learning is further defined as employing and
application of computer system as an aid in the processes of electronic
communication, data assemblage, management and handling of databases,
automation of processes and information (Roffe, 2002). 'E-learning
is becoming an influential force in higher education thus providing
professionals a dynamic environment for growth. The two core aspects
which lead to create interest in e-learning are, the emerging need for
upgrade skills and competencies and retain them; and the technological
advancements and innovative progressions that have made teaching of a
variety of subjects to far reaching areas' (UNESCO, 2002). The
internet, web and multimedia technologies have customized the way the
knowledge is disseminated. Existing fast pace of life and transformation
into knowledge societies have engendered the importance of distance
learning.

Distance learning can be simply defined as the means of imparting
education where the learner and the teacher are physically separated
from each other (McIsaac and Gunawardena, 1996), and where the learner
has higher level of independence and control (Rahimi, Berg, and Veen,
2015; Holmberg, 1986). E-learning accommodates the diverse learning
styles which a conventional system of education is unable to address.
The first form of distance learning is attributed to St Paul for
spreading his teaching, the Gospels through letters to his disciples in
remote and dispersed places (Natarajan, 2015). Isaac Pitman is
considered to be the pioneer in distance education who started his
correspondence course of short hand through letters, in England in 1840
(Levenburg,n.d).The university of London also started e-learning courses
during the same era (Jonassen et.al, 2008;McIsaac and Gunawardena,
1996).

In 1880 other colleges in London and also in USA started
correspondence courses and thus setting the trend for distance learning.
This trend further grew, and distance learning embraced new emerging
technologies like instructional films, radio, television and so forth.
The first Open University was established in England in 1969. However,
in Pakistan the concept of distance learning was initiated by Allama
Iqbal Open University in May 1974 (Iqbal and Ahmed, 2010). With the
advent of computing and internet, distance learning now also encompasses
e-learning. Taha (2007), in his research cited that historically it has
been observed that the progression of distance education took place
through three appreciably dominant systems:

1. Stand-alone learning system (1950-1990): It included radio,
television and cassette instructions.

3. Mobile learning (2005 - to date): This incorporates mobile
devices such as mobile phones, Tablets, laptops, and personal digital
assistant (PDA). These devices have led to the emergence of mobile
learning structure (M-learning) (Taha, 2007).

Since the year 1999, when the term e-learning was apparently
devised, the demand for online education aided by multimedia
technologies has escalated intensely. In Pakistan, the credit of
E-learning goes to Virtual University (VU) of Pakistan, which started
functioning in March 2002. The shift towards E-learning can be
attributed to the fact that this year VU is receiving more admission
applications every year.

Theoretical Frame Work

The learning styles as described by Keefe (1979) are the
"composite of characteristic cognitive, affective, and
physiological factors that serve as relatively stable indicators of how
a learner perceives, interacts with, and responds to the learning
environment". It is quite apparent from above descriptions that
learning styles are not categorically related with "what" the
learners learn, but rather "how" they choose to learn. The
definitions postulate that it is not actually learning
"styles", rather the learning "preferences", that
how one prefers some learning style/styles over others. To signify the
teachers' and students' learning experiences, four categories
were suggested by Fleming and Mills in 1992.These four categories
include the audio learning aids, visual assistance, reading/writing
supports and kinesthetic apparatus.

Grasha (1984) has defined learning styles as a person's innate
qualities to influence a learner's ability to procure and
comprehend knowledge, a means to interact with peer group and teachers,
and further adhere to the learning experiences. Educationalists
throughout history have acknowledged the fact that students exhibit
distinct preferences in learning. Blackmore (1996) stressed that the
first step perhaps to enhance learning process is a realization that
there are diverse learning styles. The notion that people learn
differently is believed to be an ancient concept and dates as far back
to ancient Greek (Wratcher, Morrison, Riley, and Scheirton, 1997).
Jonassen et.al. (2008) emphasized in their research that most students
are unaware of their learning styles and if no intervention is allowed,
they are unlikely to start learning in new ways.

This finding accentuates that knowledge of one's learning
styles can be a potent tool to increase self-awareness about their
strengths and shortfalls as learners. If one is encouraged to know his
and other's learning styles, the maximum benefits of meta cognition
can be accrued (Coffield, Moseley, Hall, and Ecclestone, 2004). Learning
styles can be considered as various stages along a continuum that help
to discover the different forms of cognitive attitudes. It is worthwhile
to mention that these are not useful to characterize of what people are
or are not like (Stewart, 1992). Diaz and Cartnal (1999) argued that
many educationists are under the perception that the traditional
teaching methods which prove to be effective in conventional teaching
setup will work effectively in distance learning as well. Furthermore,
it is assumed that the distance education learners have same preferences
of learning styles as students in traditional classroom setup.

Many studies have been carried out to rectify that there is no
significant difference between traditional and distance learners.
Moreover, it was also found that most research on distance learning has
been done prior to cyber revolution and before induction of internet and
multimedia in the learning process. Therefore, their results showed that
the cyber learners (a term coined to represent those who use internet
and multimedia as a study mode) performed significantly better, by
gender, ethnicity or class level, than the traditional group (Navarro
and Shoemaker, 2000). Gregg (2007), referred other researchers and
presented his research the learning model for cognitive information
processing indicating that customized learning materials constructed on
student's learning style preferences or on personality traits can
deliver a considerable benefit to the learners (e.g. better
comprehension)" (Mathew and Dohery-Poirier, 2000)

Categories of E-learning

Research explore and identify the various categories of e-learning
is inevitable as limited literature is available on the classifications
of e-learning styles. Fryer (1997), has proposed that internet based
teaching can be classified into three styles:

1. The desktop instructor;

2. The online lecture; and

3. The ultra-interactive model.

Bate and Steketee (2006); Mathew and Dohery-Poirier (2000), among
other researchers, categorized various modes of e-learning and described
them as Computer-Mediated Learning (CML),Distributed Learning Network
(DLN), Web-Based Learning (WBL),Computer-Managed Instruction (CMI), and
Synchronous Asynchronous Learning Networks. Furthermore, Williams,
Nicholas, and Gunter (2005), summarized platforms, mechanism and formats
for E-learning in current scenario as follows.

1. Digital interactive television (DiTV)

2. Video-conferencing

3. Audio-conferencing

4. World wide web/internet

5. Video/audio tapes

6. Telephone/Fax

7. CD-ROM CD-ROMs

As latest technologies are too expensive for a third world country
like Pakistan, and e-learning is still in its infancy here, a very few
universities Like CASE Islamabad, and IBA Karachi, other than Virtual
University of Pakistan are offering online/distance learner courses.
Mostly top ranked universities in Pakistan are using multimedia in class
rooms thus making use of computer mediated learning. Keeping in view all
the resources available with Pakistani universities and the extent of
e-facilities in the universities, the authors in this study have
categorized E-learning on the basis of most prevalent mechanism through
which e-learning is being imparted in Pakistani universities in general.
These fall broadly into three categories.

2. Distance learning program that incorporate use of tapes/CD (s) of
recorded lectures

3. Online web-based studies

Measures

To conduct the research study, the model developed by Neil Fleming,
best known as VARK questionnaire (version 7) has been adopted. The
acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic
sensory modalities that are used for identifying learning information.
Broadly speaking, these are four preferences. They differ in strength
and usage, but they are not discrete. People may adopt any learning
style but simply put, it is just not their preference. Learning
preference and the choice of model selection also depends upon the
cultural context. This model relates closely to the general learning
styles best fit in cultural context of Pakistan society. Thus, the main
learning styles identified are as follows:

Visual (V). Any learner who prefer educational material in graphics
or pictures instead of spoken words, like charts, diagrams, maps,
graphs, pattern shapes etc. and who is more interested in color and
layout and design and know where they are in their environment is said
to fall into the learning style category of visual.

Aural/auditory (A). People with this type of conceptual preference
like to learn by words they can hear or that are spoken. They like to
learn by lectures, debates, discussion, audio tapes etc. They sort
things by speaking, instead of first sorting things then speaking
up.

Read/Write (R). People with this kind of learning preference like
words to be displayed in book form, or any written form in hard or soft
copy, like dictionaries, thesaurus, books magazine power points,
web-surfing etc. Their input is reading, and output is writing. Most
educationists and literary people) like to learn by reading and writing
fall into this category.

Kinesthetic (K). People with this preferred learning style like to
learn by demonstrations, simulations, videos and movies of
"real" things, as well as case studies, practice and
applications. They like to learn by experience and practice. They are
quite connected to reality.

Multi Modal (MM). People with multi modal learning preferences finds
it necessary to use more than one learning preference (VARK) learning
and communicating as they may feel insecure with just using one. The
people with this type have the choice to use the preferred style as and
when it suits them for instance by switching modes or by using the
different modes in combination. In west most dominant preferred learning
style is MM.

Research Methodology

The VARK questionnaire (version 7), was administered to one hundred
and thirty respondents out of which one hundred and two were males and
twenty-eight were females. Random sampling technique was used for
selection of the respondents and data was collected from four different
locations. For the first category of E-learning (multimedia) group,
forty-seven samples were taken from CIIT and CASE Islamabad. For the
second category of E-learning i.e. distance learners forty-two samples
were taken from AIOU and CASE, Islamabad. The last category of
E-learning, for online learning was filled by forty-one respondents from
VU, Islamabad campus. VARK survey was used because of ease of use and to
standardize the questions required selection and comparison of the
data.

James and Gardner (1995), and Keefe (1979), proclaim that
'While selecting a learning style instrument three important
factors should be considered which include: considering the expected use
of the data to be gathered; finding the learning apparatus and matching
it to the proposed use; and lastly, decide on the most suitable
instrument.' There is an apparent disagreement on ways to best
measure the learning styles, as every model has its own merits and
demerits (Murray Harvey, 1994). The VARK model was chosen for this study
as in author's view the learning preferences of this measure are
compatible with the cultural learning preferences in the study area. It
is to be noted that at present, use of various forms of media is not
incorporated in Pakistan educational system.

Results and Analysis

The data were collected from three categories including regular
(e-learning with multimedia and power point); distance learners; and
online learners. The responses were tallied and assessed for gender
differences in learning style preferences. Table A. shows the preferred
learning style in these three categories. Importantly, 46% of males and
43% of females preferred Aural/Auditory style of learning collectively
in all the three categories. Neil Fleming in his website about VARK
states that the most dominant learning style in the west is Multimodal
(McLean and Sander, 2003). However, it was very interesting to find that
in Pakistan Aural/Auditory style of learning is the most dominant style
i.e. 41% of the total population prefers the aural style for learning.
The second dominant style is Multimodal 25% for total sample which is
dominant among both males and females.

The study shows that Multimodal is the second most dominant learning
style among male students in contrast to Read/Write which is the second
most predominant style among females. Table "A" shows that
result may vary among different categories of E-learning but overall the
trend remains the same, regarding the learning preferences, as shown in
figure. 1. It is evident that the Aural/Audio mode of study is the most
preferred learning style in various forms of e-learning in Pakistan.
Therefore, the results show that our cultural preference in learning
styles is auditory. It also shows that male and females have different
preferences for their second most preferred style of learning. Thereby
establishing an inference that male and females have different
preferences in learning.

Figure 1 depicts that aural/auditory is the most dominant style, and
the next preferred dominant learning style is Multimodal when data are
not grouped into male and females.

Figure 2 illustrates that auditory style is overall dominant
preferred learning style but for males and females the next dominant
style is different.

Table A: Learning Preferences between Different categories of
E-learning by gender

The growing trend towards E-learning globally in general, and
particularly in Pakistan, entails to assess the personal learning needs
of the most important stakeholders, the students, in their cultural
context. Very few (if any) studies have been carried out in Pakistan to
stress the importance of learning preferences in e-learning. Most of the
studies focus on the discovery of relationships between learning styles
and specific student achievement outcomes (Wenglinsky, 2002). Therefore,
this study helps in bridging the gap between e-learning methodologies to
incorporate preferred learning styles of students to help them make
learning experience more prudent, effective and fruitful. It will also
help the students to capitalize on their strengths by knowing their
learning styles, in order to achieve excellence in education.

The study findings will further help Academicians and institutions
in considerations while designing the courseware, curriculum, and
determining the medium of delivering. Thus, stressing that e-learning
should also be focused around preferred learning styles.

Conclusion and Future Research

It has been identified through present literature that there are a
variety of learning style preferences present in the various
mediums/categories of e-learning. The research investigation on the
matter leads to a conclusion that there are some students that do not
reach their full potential as they are either unaware or find learning
medium not conducive, thus are unable to put into practice their
preferred learning style. However, determining the most predominant
preferred learning style of a student would help the teachers and
Academicians to meet the learning needs of the majority of students.
Though, this study demonstrated that the predominant style is the same
for both genders, at the same time it also showed that there are gender
differences in learning styles. The results show that auditory style of
learning was the most dominant style and visual least preferred by males
and females both.

This has huge implications as most of the universities teachers have
resorted to power point presentations as the mode for teaching aid. This
study suggests that use of power point as the sole mode of teaching
might not be prudent pedagogy. The females least preferred style was
kinesthetic where as in west kinesthetic is most preferred category the
difference is quite evident for males and females suggesting that males
are more inclined than females for kinesthetic style of learning. Other
important difference lies in read/write mode of learning. Female
students are clearly more inclined to learn through read/write method
than males' counterparts. The second most dominant style for both
males and females is multimodal. Therefore, a careful reevaluation of
teaching methodologies needs to be done to assess whether the
universities are aware of the dominant e-learning preferred learning
styles of students.

This research can give insight for policy makers and university
bodies concerned with teacher's training to help them understand
the learning needs of the students. Therefore, this may call for teacher
trainings on teaching styles. For inclusion of learning styles, a
multiple approach should be adopted based on multimodal and auditory
style of learning. The research also points that from the early start
students learning style may be assessed to let them know how they learn
best. As for the sample most of the students were themselves not aware
how they learned best. The survey was information for them as well as to
what category of learning they preferred. This calls for a screening
test at the time of admission too to find the preferred learning style
so the university can alter their pedagogy accordingly. The present
research focused only on the categorization of e-learning and preferred
learning styles in these categories. There are several issues that still
require to be explored.

Including, does the learning style preferences associate with
performance and retention? Does student's awareness of their
learning style preferences facilitate them to execute better? Most
importantly, how does the teacher modify or customize the lesson to
facilitate all learners?

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